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 Special Education






Special Education


The Special Education Process
Children who experience prolonged difficulties in school which are not improved by modifications or various interventions in the general education classroom and by additional support systems may be referred for evaluation of special education services.  When a child is referred by a parent or teacher to the special education administrator, a meeting is convened with the Child Study Team. The child study team is typically composed of the child's parents, teacher, the assistant principal, school psychologist, school social worker, and a special education teacher.  This team meets to discuss the child's strengths and weaknesses and previously attempted educational interventions.  Recommendations may be made at this time to help the child become more successful in the classroom, and the Child Study Team will reconvene in a specified amount of time. 

If it is determined that a complete special education evaluation is needed, the team will specify what testing is needed, obtain parent permission, and complete all testing within 65 calendar days.  The most common evaluation components are an educational evaluation to determine the child’s academic achievement, a psychological evaluation to help establish ability, a social history, a hearing screening, and a classroom observation.  Teacher and parent input are also noted.  At the end of this time period, the team reconvenes to go over the test results and determines eligibility for Special Education services. 

If a child is found eligible for special education services, an Individualized Education Plan, or IEP, is developed within 30 calendar days.  The IEP is developed to fit each child’s specific educational needs.  Recommendations to make changes to a child’s IEP can be made at any time; however, the IEP will be reviewed annually. 


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